Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang; Jungsun Kim, Indiana University-Bloomington

engineering tasks,” In Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, D. Olanoff, K. Johnson, S. Spitzer, Eds. Philadelphia: PME-NA, 2021. pp. 807- 811.[20] A. Simpson, Q. Zhong, and A. Maltese, “Spontaneous mathematical moments between caregiver and child during an engineering design project,” Early Childhood Education Journal, Advanced online publication, 2022, doi: 10.1007/s10643-021-01296-w[21] M. H. Goodwin, “Occasioned knowledge exploration in family interaction,” Discourse & Society, vol. 18, no. 1, pp. 93-110, 2007, doi: 10.1177/0957926507069459.[22] M. A. Callanan et al., “Exploration, explanation, and parent–child

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian Dick

Access, Virtual On line . 10.18260/1-2—34710.17. Farah, F. A., & Eagle, W. E. (2021, August), Applicability of the Discord platform in the advancement of learning in the Introductory to Engineering Design course Paper presented at 2021 First-Year Engineering Experience, Virtual . https://peer.asee.org/38370.18. Ostafichuk, P. M., Jaeger, C.P., Golsteyn, Q., Nesbit, S., “Pilot of a Series of Online Resources to Help Students Transition to First. Year Engineering” Proc. Canadian Engineering Education Association CEEA19 Conf., Ottawa, ON; 09-12 June 2019, Paper 200.

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Sindia Rivera-Jimenez, University of Florida; Anastasia Hauser, University of Kentucky

In the University and Beyond, C. Baillie, A. L. Pawley, and D. Riley, Eds. Purdue University Press, 2012.[4] AIChE, “Chemical Engineering Academia-Industry Alignment: Expectations about New Graduates,” American Institute of Chemical Engineers, New York, 2015. [Online]. Available: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwifzcXB1ObsA hXEg- AKHSx7BigQFjAAegQIBxAC&url=https%3A%2F%2Fwww.aiche.org%2Fsites%2Fdefault%2Ffiles%2Fdo cs%2Fconferences%2F2015che_academicindustryalignmentstudy.compressed.pdf&usg=AOvVaw03 gTeMQYw3l25kLmvf8xfB[5] ABET, “Criteria For Accrediting Engineering Programs 2020-2021,” ABET, 2020. [Online]. Available: http://www.abet.org

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh; David Sanchez, University of Pittsburgh

18-19,2022. Paper ID # 36074.Appendix 1. Guidelines and rubric for the individual assessment assignmentGLOBAL PROJECTINDIVIDUAL ASSESSMENT (GP6)Description. A short 3 pages individual assessment (GP6) at week 13 with the essential narrativeof the project, the specific individual role taken on the project, and the individual self-assessmenton the learning experience, both on the scope of the project and the team performance. Inaddition, a critical assessment from every foreign partner should be included as appendix. Note:The rubric provides the guidelines for grading. You are expected to address all the items but witha fluent narrative, not with a Q&A style.Grading: 2 points, self-gradeRubricItem

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nebojsa Jaksic, Colorado State University - Pueblo

chain slowdowns, and parts delivery were problemsthat were successfully addressed.To successfully adapt to the changes in the work environment, the following project requirementchanges were made. All physical documentation requirements were moved to online or electronicuploads. The f2f requirement for oral presentations was changed to Zoom with PowerPointpresentations or prerecorded PowerPoint presentations with synchronous Zoom Q&A sessions.The “poster board” requirement was eliminated since the campus was physically closed. Thelargest change was in the requirement where “the instructor must physically verify the correctoperation of the design” was replaced with “a video demonstrating all project features isacceptable.”5. Comparative

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra McCall, Utah State University

start.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under AwardNumbers 2114241 and 2114242. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] “Dissemination,” Oxfordlearnersdictionaries.com. [Online]. Available: https://www.oxfordlearnersdictionaries.com/definition/english/dissemination?q=disse mination. [Accessed: 01-Feb-2022].[2] W. Ury, The Power of Listening. TEDxSanDiego, 2017.[3] S. Husein, R. Saive, M. Jordan, and M. I. Bertoni, “Podcasts: An under-utilized form of science communication,” in 2019 IEEE 46th Photovoltaic Specialists

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Grondin, University of Wisconsin - Madison; Michael Swart, University of Wisconsin - Milwaukee; Fangli Xia, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

. LaVange, D. Marinac-Dabic, P. W. Marks, M. A. Robb, J. Shuren, R. Temple, J. Woodcock, L. Q. Yue, and R. M. Califf, “Real-world evidence — what is it and what can it tell us?,” New England Journal of Medicine, vol. 375, no. 23, pp. 2293–2297, 2016. [9]: K. R. Koedinger and M. J. Nathan, “The real story behind story problems: Effects of representations on quantitative reasoning,” Journal of the Learning Sciences, vol. 13, no. 2, pp. 129–164, 2004.[10]: K. R. Koedinger, M. W. Alibali, and M. J. Nathan, “Trade-offs between grounded and abstract representations: Evidence from Algebra Problem Solving,” Cognitive Science, vol. 32, no. 2, pp. 366–397, 2008.[11]: M. W. Alibali and M. J. Nathan, “Teachers' gestures as a

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

the Causes and Cures of Student Attrition. SecondEdition. Chicago: University of Chicago Press, 1993.[19] J. Gesun et al., "A Scoping Literature Review of Engineering Thriving to Redefine StudentSuccess", Studies in Engineering Education, vol. 2, no. 2, p. 19, 2021. Available:10.21061/see.9.[20] L. A. Schreiner, R. Kammer, B. Primrose, & D. Quick, “Predictors of thriving in students ofcolor: Differential pathways to college success.”, 2011 Association for the Study of HigherEducation[21] V. E. O'Leary and J. R. Ickovics. “Resilience and thriving in response to challenge: anopportunity for a paradigm shift in women's health” Womens Health. Summer, 1(2), pp. 121-42,1995[22] S. L. Dika, M. A. Pando, B. Q. Tempest, K. A. Foxx, and M. E. Allen

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Gillen, Northeastern University; Ruiqiu Yao, University College London; Zheng Chen, University of Hong Kong

coping strategies used. Australasian Psychiatry, 28(6), 649–652. https://doi.org/10.1177/1039856220947945Marsh, H. W., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A multidimensional perspective. Higher education: Handbook of theory and research, 8, 143-233.Mujahid, M., Lee, E., Rustam, F., Washington, P. B., Ullah, S., Reshi, A. A., & Ashraf, I. (2021). Sentiment analysis and topic modeling on tweets about online education during COVID-19. Applied Sciences, 11(18), 8438. https://doi.org/10.3390/app11188438Nasim, Z., Rajput, Q., & Haider, S. (2017). Sentiment analysis of student feedback using machine learning and lexicon based approaches. 2017 International Conference on Research

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dira Delpech, The Ohio State University; Emily Dringenberg, The Ohio State University

those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References [1] Q. Clark and L. Esters, "Federally Funded Programs Are Not Enough to Diversify the STEMWorkforce," 2018.[2] D. G. M. a. E. B. Chubin, “Diversifying the engineering workforce, “Journal of EngineeringEducation, vol. 94, no. 1, pp.73-86., 2005.[3] B. L. Yoder, "Engineering by the numbers," in American Society for Engineering Education,2017.[4] National Science Board, "Science and Engineering Indicators 2018," National ScienceFoundation (NSB-2018-2), Arlington, VA., 2018.[5] Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-179.[6] Grifski, J., Dringenberg, E., & Delpech, D. M. (2021, July). Thinking as

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Glen Miller

professional project evaluator in providing the raw and deidentified students surveydata for this project.References[1] Bowden, P. (2010). “Teaching ethics to engineers – a research-based perspective.” European Journal of Engineering Education, 35(5), 563–572. https://doi.org/10.1080/03043797.2010.497549[2] Lim, J. H., Hunt, B. D., Findlater, N., Tkacik, P. T., & Dahlberg, J. L. (2021). “In our own little world: Invisibility of the social and ethical dimension of engineering among undergraduate students.” Science and Engineering Ethics, 27(6). https://doi.org/10.1007/s11948-021-00355-0[3] Snieder, R., & Zhu, Q. (2020). “Connecting to the heart: Teaching value-based professional ethics.” Science and Engineering Ethics, 26(4

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nidaa Makki; Teresa Cutright, The University of Akron; Linda Coats, Mississippi State University; Rebecca Willits, Northeastern University; Tonya Stone, Mississippi State University; Lakiesha Williams; Debora Rodrigues, University of Houston

Diversity Education and Mentorship in Engineering (ACADEME)Activities and Fellows," in ASEE annual conference, 2020. Virtual On line. 10.18260/1-2--35435[22] Patton, M. Q. Utilization-focused evaluation. Thousand Oaks, CA: Sage publications, 2008[23] L. R. Lattuca, I. Bergom, D. B. Knight. “Professional development, developmental contexts,and use of instructional strategies”. Journal Engineering Education, vol 103, no. 4, pp 549-572,2014. Doi//10.1002/jee.20055[24] D. Culpepper, S. Kilmer, K. A. O’Meara, J. Misra, A.J. Jaeger. “The terrapin time initiative:a workshop

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Spencer, Harvey Mudd College

. However, the videos freed up in-class time, which wasallocated to mastery questions and to more frequent team-based learning quizzes. Students had ateam-based learning quiz in every classroom meeting in this version of the course, while theyhad team-based learning quizzes once per week in the lecture-based version. The quiz frequencywas increased to incentivize students to watch the out-of-class videos before each class meeting.The cumulative result of these changes was that students worked on videos and lab reportsoutside of class, and they divided their time in class between quizzes and mastery questions.Quizzes took 40 minutes total: 10 minutes each were spent on pre-quiz Q&A, individual quizzes,team quizzes and quiz debriefs. Mastery

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lance White, Texas A&M University; Larry Powell, Texas A&M University; Tracy Hammond, Texas A&M University; Dilma Da Silva, Texas A&M University; Santana Gonzales, Texas A&M University; Sara Amani, Texas A&M University

statistics from the current population survey. [Online]. Available: https://www.bls.gov/cps/cpsaat11.htm [2] N. C. of Education Statistics. (2020) Race/ethnicity of college faculty. [Online]. Available: https://nces.ed.gov/fastfacts/display.asp?id=61 [3] U. S. C. Bureau. (2021) Acs demographic and housing estimates. [Online]. Available: https://data.census.gov/cedsci/table?q=United%20States&tid=ACSDP1Y2019.DP05 [4] ——. (2021) Quick facts texas. [Online]. Available: https://www.census.gov/quickfacts/fact/table/TX/POP010210 [5] N. S. Foundation. (2017) Women, minorities, and persons with disabilities in science and engineering. [Online]. Available: https://www.nsf.gov/statistics/2017/nsf17310/digest/occupation/overall.cfm [6

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

/21520704.2020.1798575.[39] S. A. Atwood, B. Read-Daily, and J. C. B. Abreu, “The Engineering Epic Finale– An authentic alternative assessment method for final exams,” 2021.[40] L. Hodges, “Group exams in science courses,” New Dir. Teach. Learn., vol. 2004, pp. 89–93, Mar. 2005, doi: 10.1002/tl.175.[41] “Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book. - Buscar con Google.” https://www.google.com/search?q=Johnson,+D.+W.,+Johnson,+R.+T.,+%26+Smi th,+K.+A.+(1991).+Active+learning:+Cooperation+in+the+college+classroom.+E dina,+MN:+Interaction+Book.&sxsrf=APq- WBslE8wORw0KTdBGHsNr8WjkxVf-2g:1648015214506&ei=brc6YsqXHs

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Jennifer Tygret; Jasmine White; Valerie Conley, University of Colorado at Colorado Springs; Comas Haynes, Georgia Tech Research Institute; Rosario Gerhardt, Georgia Institute of Technology; Kinnis Gosha

students. Journal of College and Character, 20(3), 201–217. https://doi.org/10.1080/2194587X.2019.1631185Mondisa, J.-L., Packard, B. W.-L., & Montgomery, B. L. (2021). Understanding what STEM mentoring ecosystems need to thrive: A STEM-ME framework. Mentoring & Tutoring: Partnership in Learning, 29(1), 110–135. https://doi.org/10.1080/13611267.2021.1899588Moustakas, C. (1994). Phenomenological research methods. Sage.Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi- dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337–356. https://doi.org/10.2190/CS.9.3.ePatton, M. Q. (2015). Qualitative

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

multidisciplinary teamwork training series for undergraduate engineering students: Development and assessment of two first-year workshops,” in Proceedings of the American Association of Engineering Education (ASEE), 2016, p. 18.[11] P. Hirsch and A. McKenna, “Using reflection to promote teamwork understanding in engineering design education,” Int. J. Eng. Educ., vol. 24, no. 2, p. 377, 2008.[12] H. C. Hill, M. Beisiegel, and R. Jacob, “Professional development research: Consensus, crossroads, and challenges,” Educ. Res., vol. 42, no. 9, pp. 476–487, 2013, doi: 10.3102/0013189X13512674.[13] K. Elias and C. Drea, “The Co-Curricular Record: Enhancing a Postsecondary Education,” Coll. Q., vol. 16, no. 1, 2013.[14] L

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexandra Jackson; Kevin Dahm, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich; Cheryl Bodnar, Rowan University; Scott Streiner, University of Pittsburgh

was supported by a Kern Family Foundation KEEN Institutional grant forwhich the authors are grateful.References[1] S. Rodriguez, & H. Lieber. "Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students," in Journal of Experiential Education, 2020, vol. 43, no. 3, pp. 277–298. https://doi.org/10.1177/1053825920919462.[2] J. Rodriguez, H. L. Chen, S. Sheppard, Q. Jin, & S. R. Brunhaver. "Exploring entrepreneurial characteristics and experiences of engineering alumni," ASEE Annual Conference and Exposition, Conference Proceedings, Indianapolis, IN, 2014. https://doi.org/10.18260/1- 2--20471.[3] C. Kim, R. A. Cheville, E. Jablonski, M. J

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Kiremire; Gerry Caskey; Michael Swanbom, Louisiana Tech University; Matthew Johnson, Louisiana Tech University

showcase the project. The team made instructional contentaccessible online for use by partner schools after the grant period. The addition of a consultant toreach underrepresented minority groups was a positive step in the plan to disseminate the projectin the region.COVID-19 significantly impacted the extent to which students were exposed to the industrythrough field trips and other events. Education partners’ suggestion was to market directly toparents and provide live online Q&A panel sessions, which the team was not able to implementdue to low communication levels from high schools toward the end of the project. Also,stakeholders suggested more direct marketing, such as flyers to students, even to schoolscurrently implementing the

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Ivo Draganov; Hugh Jack (duplicate), Western Carolina University; Tasho Tashev; Mary Anna Lafratta

student was using it. A server (a group of users) wascreated in Discord for the class and managed by Dr. Yan. Later on, each project group got aprivate text channel and a voice/video channel, which became the main Q&A venue with theinstructor and for file sharing, for convenience, beyond Moodle and emails.Project DescriptionThe lecturing portion of this PBL course focused on programming the Arduino lab kit, doing 3Ddesign in the CAD software, and learning project management strategies and teamwork skills.The final project would be the students’ testbed to practice all these skills.Each Arduino lecture required the students to do a hands-on exercise on programming, using thenewly-learned sensor and actuator, and integrating with earlier

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, University of Florida; Elliot Douglas, University of Florida; Erica McCray, University of Florida

Culture of Engineering,” Sociol. Q., vol. 32, no. 3, pp. 403–421, 1991.[13] G. A. Dotson, “No employee left behind: The lived workplace experiences of inclusion /exclusion of African American engineering professionals within the semiconductor industry,” Ph.D., Capella University, United States -- Minnesota, 2008. Accessed: Apr. 21, 2019. [Online]. Available: https://search.proquest.com/docview/304829603/abstract/B17933342F294806PQ/1[14] E. P. Douglas, P. G. Richardson, and F. Dupuy, “WIP: Racialized experiences of Black engineers.,” 2017.[15] T. S. Gibbs, “From retention to detention: A phenomenological study of the African - American engineer experience,” Ph.D., Walden University, United States -- Minnesota, 2008

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dayna Martínez, Society of Hispanic Professional Engineers; Esther Gonzalez, Society of Hispanic Professional Engineers, Inc.; Kimberly Douglas, Society of Hispanic Professional Engineers, Inc.

Family Orientation offers panels where parents andother family members can meet with staff from the College of Engineering undergraduate program andstudent support resources (Cornell Engineering, n.d.). The University of Minnesota holds virtual Q&Asessions for parents with leadership from the College of Science and Engineering (University ofMinnesota, n.d.).Lastly, we looked for programs that were first-gen focused. As you can see in Table 1, some of themintersect with another category, like for example, La Guía Familiar de la Primera Generación from theUniversity of Florida (University of Florida, n.d.), which is a guide (in Spanish) focused on informing theparents of first-gen students. In this list you can see other universities and

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Collins Vaye, Florida International University; Precious Eze, Florida International University; Bruk Berhane, Florida International University

Benchmarking, vol. 5, no. 2, p. 194, 2015, doi: 10.1504/ijpmb.2015.068667.[24]Q. Ma and L. Liu, “The Technology Acceptance Model,” Journal of Organizational andEnd User Computing, vol. 16, no. 1, pp. 59–72, Jan. 2004, doi: 10.4018/joeuc.2004010104.[25] P. Thompson, Foundations Of Educational Technology. S.L.: Willford Pr, 2021.[26] N. Marangunić and A. Granić, “Technology acceptance model: a literature review from1986 to 2013,” Universal Access in the Information Society, vol. 14, no. 1, pp. 81–95, Feb. 2014,DOI: 10.1007/s10209-014-0348-1.[27]S. Secules et al., “Positionality practices and dimensions of impact on equity research: Acollaborative inquiry and call to the community,” Journal of Engineering Education, vol. 110,no. 1, pp. 19–43, Jan. 2021

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

Educational Excellence, no. 2, pp. 101-110, 2015.[44] M. Q. Patton, Qualitative evaluation and research methods. Thousand Oaks, CA: Sage, 1990.[45] M. Vaismoradi, H. Turunen, & T. Bondas, “Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study,” Nursing & Health Sciences, vol., 15, no. 3, pp. 398-405, pp. 398-405, 2013.[46] V. Braun, & V. Clarke, “Using thematic analysis in psychology,” Qualitative Research Psychology, vol 3, pp. 77-101, 2006.[47] L. S. Nowell, J. M. Norris, D. E. White, & N. J. Moules, “Thematic analysis: Striving to meet the trustworthiness criteria,” International Journal of Qualitative Methods, vol. 16, no. 1, pp. 1-13

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; John Phillips, Oklahoma State University

assisting in grade (50%). Thehigh ranking for hosting Q & A sessions (50%) is also high but is reasonable due to the ease withwhich this can be accomplished with currently available online technologies. Surprising is theassistance in grading as other schools noted that this is the biggest struggle with industry as theyoften feel they are not qualified.To help programs that either do not use or have struggled to successfully utilize industry to bettertheir capstone, the method and criteria for selecting industry was surveyed. The most used criteriaare discipline expertise (93%) followed by willingness and availability to help (71% and 85%).While firm experience and licensure all play a role in expertise, they ranked lower in the

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marvin Durango, Purdue University at West Lafayette (COE); Jose Garcia; Erick Borders, Purdue Polytechnic Graduate Programs; Brittany Newell; Farid Breidi, Purdue University at West Lafayette (PPI)

questions are presented in the appendix).Additionally, a second post-lab questionnaire will be used to get free response feedback. The general resultsof the pre-lab survey are shown in figure 7. Pre-lab survey questions are denoted on the table below as “Q”followed by the question number (i.e., Question 1 = Q1).Statistics from preliminary data collection of the gear pump lab exercise evaluated the responses of 15students. Responses to the gear pump pre-lab survey (figure 7) were used to interpret the typical knowledgelevel and level of comfort with gear pumps among advanced fluid power students. Data collected suggestsa medium level of understanding of gear pumps (figure 8). This is known from the 33% of students whoanswered a confidence level of

Conference Session

Mechanical Engineering: Fluids, Heat Transfer

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jiamin Zhang, Auburn University; Soheil Fatehiboroujeni, Cornell University; Matthew Ford, University of Washington; Eric Burkholder, Stanford University

–359, 2012. [6] N. Shin, D. H. Jonassen, and S. McGee, “Predictors of well-structured and ill-structured problem solving in an astronomy simulation,” Journal of Research in Science Teaching, vol. 40, no. 1, pp. 6–33, 2003. [7] H. J. Passow, “Which ABET competencies do engineering graduates find most important in their work?” Journal of Engineering Education, vol. 101, no. 1, pp. 95–118, 2012. [8] Q. Symonds, “The global skills gap in the 21st century,” 2018. [Online]. Available: https://www.qs.com/portfolio-items/the-global-skills-gap-in-the-21st-century/ [9] C. Grant and B. Dickson, “Personal skills in chemical engineering graduates: the development of skills within degree programmes to meet the needs of employers,” Education

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Becker, Utah State University - Engineering Education

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, Purdue University at West Lafayette (COE); David Evenhouse, Purdue Engineering Education; Edward Berger, Professor of Engineering Education and Mechanical Engineering; Jeffrey Rhoads, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Anastasia Rynearson, Campbell University

[22] J. DeBoer et al., “Transforming a dynamics course to an active, blended, and collaborativeformat: Focus on the faculty,” presented at the 2016 ASEE Annual Conference & Exposition,Jun. 2016. Accessed: May 15, 2022. [Online]. Available: https://peer.asee.org/transforming-a-dynamics-course-to-an-active-blended-and-collaborative-format-focus-on-the-faculty[23] D. Evenhouse et al., “Perspectives on pedagogical change: instructor and studentexperiences of a newly implemented undergraduate engineering dynamics curriculum,”European Journal of Engineering Education, vol. 43, no. 5, pp. 664–678, Sep. 2018.[24] Data digest, Purdue University, Student enrollment, May, 2022, [Online]. Available:https://www.purdue.edu/datadigest/[25] M. Q Patton

Conference Session

First-Year Programs Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Elif Kongar, Fairfield University; John Drazan, Fairfield University; Isaac Macwan, Fairfield University; Michael Zabinski

submission of the Progress report. • (5 points) Successful submission of the Prototype report. • (10 points – 2 points each) Performance demonstrated in the reports: • Used the required number and category of components effectively. • Design ideas were communicated clearly. • Explained well the technical aspects of the project. • Understood the scope of the project. • Responded well during Q/A.(5 points - - 1 point each) Project Management • Stated project goal • Articulated series of steps or processes to achieve goal • Components were selected properly. • Clearly demonstrated that the project goal was met • Each Team member held a project management